Early Years Practitioners
Would you like a speech and language assessment for an individual child in your setting?
Are you looking for speech and language therapy training and support for staff?
Individual Child Assessment £240 Plus travel time if applicable - £30 per hour pro rata (over 10 miles each way)
Parent online questionnaire to gather background information
Discussion with nursery/school staff (with parental consent)
Assessment of the child's communication at home, at nursery/school and/or via video clips and video calls (1.5 to 2 hours)
Feedback telephone/video call with parents and staff (up to 1 hour)
Comprehensive written report (findings and recommendations)
Travel (under 10 miles each way)
VERVE-Child Interaction Course for Practitioners £395 per course for two practitioners (5.5 hours) Up to 6 practitioners may participate per half day (discounts apply: £770 for 4 particpants and £1120 for 6 participants) Plus travel time if applicable - £30 per hour pro rata (over 10 miles each way)
An intensive training course that supports early years practitioners to maximise children's communication skills and learning during play and everyday activities. The training takes place in the early years setting or online.
Linked to the:
Half hour introduction meeting with staff involved
Four fortnightly 1 hour sessions for each pair of practitioners
Follow-up session 6 weeks later for each pair of practitioners
Framework for children's communication development
Interaction skills self-rating tool for practitioners
Outcome tool to measure changes in children’s communication
Practitioner feedback questionnaire
Feedback report at the end of the course
Travel (under 10 miles each way)
Post-course support is also available (additional charges apply):
Therapist facilitating a team meeting for participants to share learning and outcomes from the video analysis
Follow-up sessions with practitioners (e.g. termly, 6-monthly)
Share the training and cost with other settings (or the parents of the children taking part).
What is VERVE-Child Interaction?
VERVE (Video, Endorse, Respect, Vitalise, Eyes) is a type of video interaction therapy that supports the development and integration of children’s communication and learning, with an emphasis on the key skills of self-regulation, attention and face-watching that lie at the foundation of language learning.
VERVE builds upon established adult-child interaction approaches, drawing on neurological research, for example, Porges (2011) and Siegel (2015).
VERVE celebrates and builds upon the unique interaction patterns that exist between the adult and child. The adult focuses on their timing and skills in interacting with the child, with the support of moment-by-moment video analysis and reflection. They learn to recognise the impact of their skilful interaction patterns on the child’s emerging skills, which supports the child to reach their communication and learning potential.
Aims of the Course
To support each practitioner to increase their awareness and confidence in the skills they use to support children's communication and learning during play and everyday activities:
Observation and interaction skills, focusing initially on interaction with a particular child during play
Generalising their skills to a wide range of interactions with the child, as well as interactions with other children
Identifying the child's communication strengths and needs with reference to a communication framework
Contributing to a communication-supportive and inclusive environment for all children in the setting, including those with speech, language and communication needs
To support each child to maximise their communication and learning within the setting:
Self-regulation, attention and face-watching
Play and thinking
Communication and interaction
Speech and language
What is involved in the course?
Each practitioner identifies a child to work with for the duration of the course. Parental consent is required.
Two practitioners share a session facilitated by the therapist. Each practitioner brings a five-minute video clip of themselves interacting with the child.
The therapist and practitioners work in partnership, combining their knowledge and skills (the practitioner's specialism and knowledge of the child and their environment, and the therapist’s knowledge and experience of working with children with communication difficulties).
The practitioner reflects on their interaction with the child and identifies the key skills they are using that support the child's communication and learning.
Between sessions, the practitioner focuses on using the specific skills discussed, in a one-to-one situation with the child for 5 minutes a day during play or a familiar activity.
Benefits for Practitioners (Described by practitioners)
Awareness, skills and confidence
“More aware of what I do and have developed strategies to help children.”
“Better/more meaningful interactions with children.”
“Spend more one-to-one time with children as I’ve got the knowledge.”
“Built my confidence.”
“Confident to talk to colleagues about what to do.”
The two practitioners involved in the pilot course stated on a feedback questionnaire that they are "extremely likely" to recommend the training to colleagues as "It has a massive benefit to you as a practitioner and to the children."
Benefits for Children (Described by practitioners)
Skills and confidence
"Starting to talk to other adults."
“Has a wide selection of words.”
“2 word phrases starting to come.”
“Speech is a lot clearer.”
"Boost to confidence."
How many children have speech, language and communication needs (SLCN)?
10% of children
have signficant speech, language and communication needs that can impact on their literacy, learning, friendships and emotional wellbeing; that's on average two to three children in every class of 30.
81% of children
with social, emotional and mental health needs have language difficulties.
More than 50% of children
in some areas of the country, start school with speech, language and communication needs. Many of these children can catch up with the right support.
1% of children
have significant and complex speech, language and communication needs that affect their ability to express their basic needs.